1. Viewing (observer) 2. Learning (student) 3. Playing (player) 4. Sharing (interactor)
One of the essential premises of the traditional documentary is the desire to organise a story that is both informative and entertaining. And, in this sense, the interactive format should continue with the tradition to try to offer similar experiences that mix a recreational (entertainment) proposal with an educational one (knowledge), in the most efficient, original and attractive possible way. And this is mainly possible thanks to the combination of different navigational and interactive modalities, which enable a multiple exchange between the work and the interactor.
Firstly, navigating and visiting different proposals and structuring the content (information and knowledge) means the use of strategies and resources of the games. This way, from the structure of the interactive, and through the navigation modalities, the user, in a certain sense, “plays” with the possibilities offered by the work and can satisfy their first necessity: amusement and entertainment.
Secondly, this strategy close to the game experience usually gives the user a sensation of deep immersion and stops their learning from being boring and that their need of being informed or need or learning ends up fading. Therefore, the didactic proposal offered is attractive and dynamic, beyond that present in most classical hypertexts.
Already at this stage, the interactor “learns through playing” and once they have “learnt the lesson” in a fun, original and light-hearted way, they can share it with other interactors, in real time or whenever they deem it appropriate.
Part II – Interactive documentary & education: a field to explore (II)
Part III – Interactive documentary & education: a field to explore (III)